Tim MacBride, Lecturer in New Testament & Preaching, Morling College
If most sermons are forgotten soon after they are preached, why do we bother preaching? In this blog post, Tim argues for the intangible benefits of a lifetime of long-forgotten sermons: https://coffeewiththeking.org/articles/why-bother-with-preaching/
The God who illustrates: using illustration in preaching
Adrian Lane
Abstract: God communicates through illustration, and this paper explores the implications for preaching. It argues that illustration is not just a means of supporting argument or concept, but also inherently communicates truth. Good illustrations amplify meaning through multivalence, as in typology. Principles and tools for developing illustrations in homiletical practice, consonant with the Scriptures, are then discussed, including the use of reversal and escalation.
This article was first published in Churchman, Vol. 128, No. 4 (Winter 2014), pp. 329-344.
Read the PDF here.
Learning from the Legacy of John Charles Chapman: Australian Evangelist, Preacher, Teacher and Writer.
Adrian Lane
Abstract: John Charles Chapman exercised a lengthy, extensive and influential ministry, as an evangelist, preacher, mentor, trainer, lecturer, writer and church leader. Following his death in 2012, this paper surveys his ministry and calls for further study and assessment of Chapman’s legacy. The paper identifies sources, bibliographic material and areas worthy of research. It highlights Chapman’s commitment to public evangelistic proclamation through the use of expository preaching within a strong framework of Biblical Theology. In modelling and training others in this approach, both in Australia and overseas, it is argued that Chapman pioneered and exercised considerable influence on the development and character of a significant strain in Australian preaching, especially evangelistic preaching, and in doing so offers a distinctively Australian contribution to homiletics more generally.
An earlier version of this paper was originally presented at Preaching Australia: Religion, Public Conversation and the Sermon, St Mark’s National Theological Centre, Canberra, 19 September 2013 and subsequently published in St Mark’s Review, No. 230, December 2014 (4).
Read the PDF here.
Alfred Olwa, Uganda Christian University
After introducing Festo Kivengere of Uganda and his audience gathered at Urbana to whom Kivengere preached, the topic of this paper is discussed under the headings of two questions, namely, what did he preach? and, how did he preach? By answering these questions Kivengere’s view and style of preaching is illuminated.
Read the PDF here.
Charles de Jongh, Malyon College
Studies in hermeneutics have largely focused on method and the application of such methods; however, the significance of hermeneutical method or methods in the actual exegetical process has received limited or restricted attention, particularly as the issue relates to the preaching event. As much exegesis is carried out by men and women in the context of Christian ministry in general and preaching in particular, it is important to consider how they view the significance of hermeneutical method in the exegetical process. Arising from that is the requirement to reflect on how they may best approach the exegetical task, and to present guidelines for the task.
Read the PDF here.
Tim Blencowe, Morling College
Paper presented to the Australasian Academy of Homileticians, April 2013
Read the PDF here.
Adrian Lane, Senior Lecturer in Ministry Skills and Church History, Ridley College.
This article was first published in Churchman Spring 2013, Vol. 127 No. 1, 55-70.
A common complaint from those who listen to sermons is that the preacher ‘only told us what we already knew. We were no better off after the sermon than before. We could have got that by staying home and reading the text ourselves.’ In other words, all the preacher has done is rehearse the text. Even when the preacher has expounded the text in the light of the rest of the Bible, bringing new insights or deepening truths already believed, the congregation hasn’t felt fed, hasn’t had its ‘itches’ scratched.[2] The preacher hasn’t integrated the text with the issues faced daily by the listeners. Or, to put it in Barth’s terms, there’s been no connection between ‘the Bible in one hand and the daily newspaper in the other’.[3] Even when the preacher has made some attempt to apply the text, often that application is superficial, hackneyed, limited to private spirituality, or more suited to another text. Unfortunately, the preacher hasn’t wrestled robustly with the contemporary implications and imperatives arising from this particular text.
Adrian Lane, Lecturer in Ministry Skills and Church History, Ridley College.
In any sermon, preachers are under pressure: pressure from their own expectations of competence and fruitfulness; pressure from the congregation to say something worthwhile, worthy of their stipend; pressure from their family, lest they cause embarrassment; pressure from colleagues, mentors and bishops: to be faithful to their calling and training; and pressure from God: knowing the gravity of their ministry, that teachers “will be judged more strictly” (Jas 3:1).
See the full article (PDF): Preaching on special occasions
Allan Demond, Senior Pastor, NewHope Baptist Church | Lecturer in Preaching, Whitley College
There has long been a tension between Jerusalem and Athens – the spiritual and the technical– when discussing how we ought to teach preaching. It is often debated, how much we shouldattend to the science of rhetoric and the wisdom of technique on the one hand, and to mattersof theology and the dynamic presence of God in our preaching on the other hand. A sort of“truce” was reached by St. Augustine in his preaching “textbook”, De Doctrina Chirstiana wherehe argued the common sense view that both are important and need to coexist in our teachingpractice in a sort of creative tension. But that balance is not easily sustained. We see thependulum swinging one way in the late medieval period and then the other through theReformation era and debates concerning where the mid-point actually is continue to this day.This tension is important and rightly occupies a significant place in the homiletic literature.However, I have become increasingly interested in another, less discussed but in my viewequally important, aspect of our teaching.
See the full article (PDF): Imitation and learning to preach
Allan Demond, Senior Pastor, NewHope Baptist Church | Lecturer in Preaching, Whitley College
Ask accomplished preachers how they learned to preach and you are likely to hear aboutmentors and models not classrooms and textbooks. People learn how to preach from peoplewho preach… This essay is about learning to preach by watching others, reflecting on practice, trying and failing forward, talking though actions, and fostering educationally fruitful relationships. It isabout using words and actions in the homiletic context in order to experience, and consequentlylearn to do, what is hardest (sometimes impossible) to say about preaching. This educational journey is called imitative practice.
See the full article (PDF): Still learning to preach
